A Systematic Review of Virtual Reality in the Acquisition of Second Language

Abstract

Innovations in the fields of virtual reality (VR) and augmented reality (AR) and the availability and usability improvements seen in recent years in these technologies have opened new possibilities in the field of foreign language learning. Using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) framework, this study conducted a review of seven recent original articles with empirical data focused on the second language (L2) acquisition using immersive reality technologies. The main aim of this study was to analyze what language skills and what proficiency of students’ language level benefited most from the use of these new technologies. In addition, the authors explored what kind of VR or AR was used since the term may refer to a series of technologies that do not mean the same. For instance, VR might mean using headset displays, or it may refer to the use of interactive environments. The results indicate that the current VR and AR tools show a positive impact on L2 acquisition when compared to traditional learning methods, such as book-based learning. In addition, the findings reveal that VR and AR can be used among students with zero previous knowledge up to an intermediate and advanced level of fluency, with any L2 language. Nevertheless, only listening and reading skills play a role in the acquisition of L2 using virtual reality. However, as with any recent research field, it should be noted that there are several methodological limitations and that it is necessary to consider the achieved results critically.